Seventh International School On Mind, Brain And Education

2012 July 30 - August 4

Teaching: A New Frontier
of the Neurocognitive
Sciences, Education
and Culture

Directors: Antonio M. Battro and Kurt W. Fischer
Program officer: María Lourdes Majdalani


Abstract: Maryanne Wolf
Tufts University. USA

Implications of the evolving reading brain for intervention
The human brain was never meant to read. There are no genes or cortical areas specific only to reading. Rather, reading reflects the capacity to form whole new circuits by connecting older circuits involved in varied functions in vision, cognition, and language. Based on growing knowledge of the reading brain and its development in children who are typical and atypical readers, we have designed a platform for intervention for new and struggling readers. This presentation will summarize some of the results in ten years of data and present a new application of this research: the creation of a tablet designed to teach children to read who live in remote regions and have no schools or opportunities to become literate.